Chapter6

//**10 Traits of Highly Effective Teachers**//

**Chapter 6** **Intellectual traits that demonstrate knowledge, curiosity, and awareness** In this chapter, Duffey (1973;1974) provides us with studies that indicate the intellectual deficiencies of teachers. While those listed on page 103 are certainly debatable, statements 1 and 2 are probably more likely to be accepted by most teachers. How do you feel about statements 3 and 4? Is that you? Why or why not?

Dani Carter- Statement 3 "Teachers do not read very much" is one that I am neutral on because I think there are reasons as to why teachers do not read very much. The time constraints placed on a teacher do not allow for as much reading time as most would like. I think the majority of teachers that I know love to read and we often discuss different books we have read while in the teachers lounge. I personally would be lost without the books that I read. If I do not have time to actually read a book I listen to books on tape while I am driving down to work everyday. When I went on vacation this past winter, the most exciting part of the vacation was the ability to just sit and immerse myself in books. Statement 4 "Teachers overwhelmingly prefer popular rather than scholarly or professional literature" is a statement I agree with. When teachers are allowed the time to read I feel as though they want to separate themselves from the classroom. Teachers need the ability to break away from the responsibilities and have their own mental life. I am a very poor professional reader, and I often wonder if it is because I am not as aware of the possibilites or if I am separating myself from the concept. I receive the occasional magazines that are geared towards professional discussions but you will not see me looking at articles online that I have searched for to just engage myself in professional literature.

J. Schutte: As for statement 3 "Teachers do not read very much," I believe this to be false. I do agree with Dani that teachers would like to read more if they had the time. I read more during the summer months. Matter a fact, I keep a list of recommended novels to read and take out the list as soon as the summer begins. Recently when I went on vacation, I had the opportunity to finish a book that I have been wanting to finish reading since last summer. People in other professions often do not have to take their work home with them. There are few nights that I don't bring something home to check or assess. There are few nights when I am not extremely emotionally exhausted from the demands of a teacher. As for statement 4 "teachers overwhelmingly prefer popular rather than scholarly or professional literature" I somewhat agree. When teachers find the time to read, it is usually for their pleasure since they rarely have time for that during the school year. Our district, however, has started book studies over various professional literature. This has been successful due to the fact that a majority of teachers do not have time to seek out research-based literature. Our school improvement coordinator recommends a text or a teacher recommends a text that she/he read for a class or found about a particular subject that is related to an initiative our district is implementing. We meet bi-weekly and discuss the text by chapter.

C. Jacobs- How do I feel about statements 3 or 4? I would probably agree with the number 3 statement IF it meant things beyond all the assessments, professional journals that are subscribed to (via AEA van), daily/regional newspapers, PLC mandated readings etc. I think many EFFECTIVE teachers don't have another minute to spend doing what they would love to do... READ! I can attest that being a district librarian I have very little time to read. My time is spent in the classroom with instruction, managerial tasks, ordering books, communicating information from building to building, assisting with in-services, etc. Once I am home, I need to attend to household duties, cooking, cleaning, and helping my kids with their homework or often times seeing that they are reading, etc. while I throw in a load of laundry and do my graduate coursework or more H-D work that must be done. Losing 1 1/2 hours on the road each day does dip into "time" that I could be reading. I used to be able to make this a priority! I agree with Dani that books on tape or having collaborative conversations with colleagues (fierce conversations) during the commute to and from work, is what I spend my time on. I don't think you can MEASURE effective teachers based on how much they read outside of school if it is just merely for pleasure. The last question, (#4) is hard to gauge and I find it kind of "judgemental". The word "prefer" can be mis-calculated. I think having spent so much time reading and reflecting with school related things, it is important to immerse ourselves into our own "interest" reading that is pleasurable. Scholarly or professional literature is pleasurable in small amounts. I think it is the last thing we want MORE of after we have already been doing what we feel is a healthy requirement of jobs. I think it is best to spend a certain amount of time in awareness of our interest areas of the latest and greatest! I think free-reading can stimulate intellectual abilities of teachers as well, just in a different way.

//Sherri Peterson - Statement 3 "Teachers do not read very much." I agree with the previous postings that teachers may not read as much as they want to read due to the time constraints of the job. Most teachers I know do read books and journals in the summer when they are not working. There are often lively discussions about good books during the first few days that we are all back together. During the school year, most teachers will read articles that I print for them and put in their mailboxes, but few of them seek out books and articles to enhance practice. and few share ideas about good reading material with their colleagues. If teachers do read, it is probably a "light" article or jouirnal that has activity ideas rather than research. Teachers are generally very focused on the students in their current classroom so will look for specific ideas for students who are struggling or students who need additional challenges.// Statement 4 "Teachers overwhelmingly prefer popular rather than scholarly or professional literature." I think this may also be true, but like Christine I believe it may be that teachers avoid this kind of reading not because they are not interested in reading professional publications, but because teaching requires us to do loads of work on our own time. I often tease my daughter (a nurse) about the fact that when she comes home her time is her own unlike her mother who has been dragging bags, boxes, laundry hampers, and rubbermaid totes home for 30+ years. I told both of my children that if they ever need a therapist's couch it will be because of the RED BAG that I used for years and that took time away from them at night and on weekends. Neither of my children expressed a desire to teach and I am probably the reason for that. Not only do we have a massive amount of homework, but we also must be in school ourselves in order to advance in our careers. So actually we do read books and journals when we attend classes. I have always been a member of a professional organization such as NAEYC, IRA, or TASH so that I have received professional journals regularly. This makes it easier to keep up on current research and sparks ideas for new ideas for the classroom. In one of my jobs (with AEA 5) my supervisor regularly sent the Table of Contents from several EC and ECSE journals to all of the teachers and we could request that his secretary copy articles we were interested in reading for us and send them in the van mail. That was a great way to keep current. I truly think that most teachers are ready and willing to read professional books and articles and engage in dialogue with collegues about these articles.

Laughlin: I agree with what everyone above has stated about statements 3 & 4. With statement number 3 I do feel that teachers read a great deal, just not necessarily novels or full professional books. Teachers read materials that are necessary for their specific position, or learning needs. I feel teachers read more short articles or short pieces based on what they are teaching or having PD on within their district. To read for enjoyment is a completely different situation. I do not believe that many teachers read for pure enjoyment, because like many others above have stated, we just do not have time. I read with or to my children for enjoyment, but I am not sure if you can count kids books as adult reading! I do agree with statement number 4 as well. You do hear teachers talking about novels they do get the opportunity to read rather than hearing conversations about professional material most of the time, unless it is in a structured PD time where it is asked of them to discuss the professional material. Again, I think this is part of human nature though to talk about the novels because it is for enjoyment, and most people have conversations about things they enjoy. I would love to pick up novels for enjoyment or professional material that I want to just read, but again unless there is a specific reason I usually do not due to the other things going on at work or at home. Both statements 3 & 4 are dependent on the individual though and what their priorities are right now, some people make reading a priority and others put it on the back burner until a later more relaxing time (for teachers that is summer most of the time).

Emilie: Working at the AEA can have its advantages. Anyone can have professional journals sent to them on a monthly basis but not everyone might know this. I usually have three journals sent to one of my schools, as more than that is too difficult to keep up with. I do not read all of them. I try to skim for articles that seem interesting or relate to my current work. At times I am too busy to keep up with them and send them back without reading them, but reading them when I can is better than nothing!

Daters: I really feel I need to chunk 3 & 4 together here for my argument. Statement 3 - Teachers do not read very much and Statement 4 - Teachers prefer popular rather than scholarly or professional literature are probably both very true statements. However, I do not feel that either of these statements are fair to make on teachers. I personally feel that the reason both these statements hold some truth is because of the access they have to material to read and the time to read said material. I agree with others that time is a major issue but more than time is access for me. Over my last 7 years of teaching I have been going to graduate school for 4 of those school years. This fact has allowed me major access to professional reading and has required me to spend reading such literature. For teachers that are not pursing additional degrees, I have to ask myself where they would get this literature? Sure they can order professional journals and buy literature to read but in order to figure out what magazines to buy or what books to buy, they need direction. I think it is the responsibility of curriculum directors to provide staff with professional literature to read or at least inform them of how to access it. I also think that sometimes professional development time would be better spent letting teachers do what they teach: read!

Bagnall: I tend to be much less tolerant of ridiculous, irreverent statements like this. I'll start with "Teachers don't read very much." They don't read very much compared to who, a doctor, a plumber, a bus driver? What is the operational definition of "very much?" Are we talking only professional journals, magazines, books, or do we include magazines, textbooks, and emails? Then we move on to the statement that teachers overwhelmingly //**prefer**// popular over scholarly or professional literature. I prefer to make more money than less money...I'd prefer to be 6'4" 210 and 28 years old. I find the questions ill formed and condescending, so I would have trouble giving them serious consideration for their merit. Maybe that is the underlying point, or maybe I'm just a grumpy old man, I don't know. I think teachers read much more than people in other professions with the exceptions of doctors possibly. I've gotten to know many professionals over the years and many voracious readers of professional journals, but I can't say I know anyone that doesn't prefer popular literature/topics of interest reading if given the choice, so that's about all the insight I can give you.

Jordan Henrichs: First of all, Todd Whitaker has a great quote that flips the ole, "Those who can, do. Those who can't, teach" quote on it's head. After seeing that line open the chapter on page 102, I couldn't help but think of Whitaker. Whitaker says, "Those who can, teach. Those who can't, go into some much less significant line of work." I love that!

The list on page 103 is obviously offensive and if you flip it over to the list of 7 knowledges teachers must possess on page 104, you'll see that teachers aren't too dumb after all. Everyone must require a particular skill set once they become established in their job. A friend of mine sells artificial knee joints and wrist joints to hospitals. Often he has to sit in surgery with doctors and help instruct how to "install" his product. Does this make him smarter than the doctor? Does this make him smarter than me, just because I teach 10 and 11 year olds? Or does this just mean that he really knows his product because that's his job? Why is it so easy to pick on teaching?

As for teaching and reading. . . I strongly disagree with Duffey. I think comparatively (as Brent was getting to just above my writing here), teachers read quite a bit. Whether it's for professional use or for fun. Doesn't matter. Often, we have to read as part of our job! I read to kids everyday. Compared to my dad, a plumber (or as he prefers to be called, a "heating and cooling technician"), I read a lot! Compared to an author, or a professor of literature, I probably don't read as much.

Maybe Duffey had data to support his statement (back in the 1970s). The point the book is making, is that highly effective teachers, read. It doesn't matter what they read in my opinion. Reading professional work can enhance your teaching and provide you with new ideas. Reading for fun just models great behaviors for kids, especially when they see you reading. (I love to read for fun along with my kids during silent reading time - They love it!) Alaina mentioned above, that teachers should be allowed some reading time for PD and I've thought about setting aside time when I'm a principal to just sit in my office and read. Maybe once a week for 15-20 minutes. See how long that would work before interruptions squelch it!

Katie Kimber: I like where Brent and Jordan are going with this. I really like how Brent mentioned “I don’t read very much compared to who.” I don’t consider myself to be an avid reader mostly because of what others have said…time constraints. Although, I think I have become more of a reader the older I get. I hear people talk about books and I have a list of books that I want to read. I have a book ready for my next vacation that I am waiting to read.

I also read what is relevant to me not just what is popular. I get newsletters about transition and articles from state-wide committees that I am on. These are things that I take the time to read because I have an interest in this and how it may help me improve my work.

As far as reading in general goes, teachers are always reading, as Jordan said, it is part of what we do every day. On page 103 McEwen states, “There are lots of people who think that teaching is a job for people who aren’t that smart.” Teachers have to well rounded and have information about many different areas, while many other professions require expertise in just one area. Does this mean that teachers are not “smart”? I certainly don’t think so.

Maier: Brent, I couldn't help but laugh when I read your post because you are exactly right! Who are they comparing us to exactly and who wouldn't want to read popular literature over professional literature? No offense, but I'll be honest, I procrastinated my reading today because I bought the last book in The Giver series and chose to read that instead of doing my homework. I **preferred** that book over my professional reading. Not because I don't enjoy my professional reading, but because I needed a break from it. I'm going to go out on a limb here and ASSUME that most people would prefer reading popular literature over professional literature.

Anyway...I agree about everyone's comments on time restraints. My school day is so packed that I don't have time to read, which then makes it something I take home. Once I get home, I don't want to read more or do more work related stuff, I want to relax and unwind. Something that I think is a little more unique to our profession is our set aside time for PD. No, we may not be doing professional reading, but we do plenty of other professional learning. There is a long list of things that need to be done during that set aside PD time. Priorities have to be made on what is the best use of our PD time, what is going to help us grow most in our profession. I've done two book studies in my 7 years as a teacher. They were both beneficial to me, but so were many of the other PD activities.

Cassandra Hart: O.K Jordan I agree with you, I love Todd Whitaker quote, "Those who can, teach, those who can't go into some much less significant line of work". So obviously if you are a teacher you are reading all the time weather it is a professional material. Statement 3 - Teachers do not read very much. I do not agree with this at all. Since I’m taking classes I am reading more and I am always reading instructional materials. As a lead teacher we get additional reading materials during our monthly leadership meetings. During PD we have to read articles etc. Sometime it’s the time factor; I have to make time to get everything in at this point. Statement 4 - Teachers prefer popular rather than scholarly or professional literature. When I get a chance to I do read my favorites. I rarely have time to but once classes are done…….I will. I owe it to myself to that. Work hard play hard.

I think that many teachers do fit into the two questions that we see listed in chapter 6. Unfortunately, before I entered graduate school the educational book that at read was during my first year of teaching. The book, by Harry Wong, helped me get ready for the school year and develop many of the policies that I use in the classroom today. After that - I haven't found myself deep in educational texts. Part of the reason I feel that teachers do not push themselves to read educational text outside of school is due to the educational practices that are being pushed on them in the school. Wile we cannot fix this fact - we need to encourage on a more rigorous basis that teachers actively seek ways to better their craft. Furthermore, we must go out of our way to acknowledge the changes that teachers do make. Nothing is better to get teachers working than positive reinforcement. (Einsweiler)

Leisa Breitfelder: Statement number 3: Teacher’s do not read enough doesn’t sit well with me. I think we read frequently but I agree with Statement 4 in that it is not scholarly or professional literature. When I was a teacher I was busy reading new literature to bring to my students in the classroom. I was searching for new exciting books for them to read and how I was going to teach it. We use the guided reading model therefore what one group was ready for another one wasn’t. You would be reading multiple books at one time for instructional purposes. Currently we have a yearly book study within our school. The principal picks the book and sets up the work throughout the year. As for what I currently read I feel it has changed now that I am a consultant. I am constantly reading scholarly articles and professional literature. I typically spend $1000 on books during the school year. I am a member of ASCD as well as CEC. I like to keep up on the newest research. I also understand that my teachers do not have time to put into reading these types of materials as I do. Therefore, I read it and then spread my knowledge/learning to them.

I too struggle with the idea that teacher's don't read enough. Anyone who thinks this obviously does not understand the amount of reading done to prepare lessons, extend our content knowledge, and research current strategies and initiatives being worked on in our district. I am not one who reads for fun, I find other forms of entertainment more enjoyable, but I do read many different types of informational text. I am often on blogs, forums, twitter, and other social media sites that are addressing a wide variety of topics. However, many of the ideas and strategies I use in my classroom come from my classes in furthering my education. I have read several books for these classes and in some cases more skimmed the book for information. This is not very different from the way our students read. For this reason, I truly feel I understand what students feel towards reading which allows me to have a better understanding of what students truly need to read to understand a concept or develop a new skills. (Zabel)

I struggle with statement number 3. Teachers have to read to prepare for assigned readings for relevancy and enhance their content knowledge themselves for a particular unit or lesson. Perhaps this statement was made as a broad statement for leisure reading and I think this may just be adding to the author's point that some people believe that teachers are just plain not smart. To me, this is laughable, but I'm not laughing because this statement speaks to the lack of efficacy for education. It's disappointing to hear and there are things we can do to fix educators' status but it is what many unfortunately believe. Statement 4 is something I would tend to agree with for many reasons. First, I think some teachers' lack of high expectations can lead to them using resources that are more 'fun' to read that don't use big scientific words. I think they shy away from periodicals and academic journals for this very reason. Second, many periodicals, or the databases for such, lack availability. Grantwood provides some convenient databases for article searches but that is something the district must pay for and can be expensive. From my experience, a good chunk of those articles might not be considered scholarly. Additionally, because they are on electronic databases, some teachers who may not be savvy with technology may be scared to use it. This is something that could be remedied through some PD/workshops. I do see this as a problem that limits are college-readiness. (Moran)

I would be interested in seeing the studies where statements 3 and 4 were derived. These statements are not like me. I read quite a bit for professional reasons and personal reasons. At times I enjoy reading popular literature, but I also enjoy reading professional literature for professional growth. At times I cannot read all of the things I want to read due to lack of time, but when I was teaching and in my first year as an instructional coach and not taking classes I read quite a bit of professional literature of my choosing. (Pugh)